The astonishment of view

This work examines the concept of beauty connected with vision in terms of utopia, pre-vision and sharing from a pedagogical perspective. Starting with the pandemic's need to 'see beyond', the analysis will develop in three directions: - Educational direction: i.e., the ability to go beyond the perimeter of the usual spaces of action of pedagogy, interpreting the challenges due the pandemic how opportunities to experiments other “educational vision”. In this sense, the debate on distance learning and face-to-face learning can be interpreted. - Scientific direction: The value of the scientific community's knowledge, skills and research’ passion investigating a new perspective to the well-being and safety of humankind became evident during the pandemic. - Global direction: i.e., as a greater awareness that safety may only happen if everyone is safe, in a planetary and not an individualist or sovereigntist view of well-being. Pedagogy should redefine globalisation in a human sense.

Philosophy of Education in Times of Crises and Pandemics

In much of the philosophy of education today, diagnoses of socio-political pathologies underpin visions of a more desirable, democratic future. However, the very philosophical act of making an educational vision responsive to (and dependent on) crises of the times is rarely, if ever, critiqued. On the contrary, a pattern of standardised research steps is being consolidated, one that reflects medicalised politics of identifying a critically “ill” present, offering “cures” that promise a better future. In this article, it is argued that this pattern has major epistemic and political risks. It may jeopardise the quality of educational–philosophical research, and it may make philosophy of education overlook new, undemocratic politics. This article briefly discusses the pattern, and then the risks of the medical metaphors on which the pattern relies. One such risk concerns what counts as politically “ill” in “pandemic times”, and new polarisations, such as “the vaccinated versus the unvaccinated”, may thus be introduced. Finally, the article suggests that philosophy of education should consider some de-medicalisation of the notion of pandemics.

Reclaiming a future that has not yet been: The Faure report, UNESCO’s humanism and the need for the emancipation of education

Fifty years after UNESCO’s publication of Learning to be: The world of education today and tomorrow, the author of this article provides an assessment of this seminal report, commonly known as “the Faure report”. He characterises the educational vision of the report as humanistic and democratic and highlights its emphasis on the need for educational provision throughout the life-course. He demonstrates how the right to education has, over time, been transformed into a duty to learn, Moreover, this duty has been strongly tied to economic purposes, particularly the individual’s duty to remain employable in a fast-changing labour market. Rather than suggesting that Edgar Faure and his International Commission on the Development of Education set a particular agenda for education that has, over time, been replaced by an altogether different agenda, the author suggests a reading of the report which understands it as making a case for a particular relationship between education and society, namely one in which the integrity of education itself is acknowledged and education is not reduced to a mere instrument for delivering particular agendas. Looking back at the report five decades later, he argues that it provides a strong argument for the emancipation of education itself, and that this argument is still needed in the world of today.

Designing and Building Robust Innovative Learning Environments

Prior research shows that creating innovative learning spaces that work well for pupils and teachers is a challenge which implicates different stakeholders. The aim of this article is to inquire into how educational visions evolve and are expressed through the different phases of two school design processes as well as visualize how stakeholders’ roles in the processes result in innovative learning environments and practices that work well. The data consists of photographs from school visits, briefs, and interviews. The material is analyzed with a particular focus on educational vision, organization, and working methods. An analytical model showing the stakeholders’ levels of participation at each stage is revised and developed. The results indicate four common themes: Continuity (several stakeholders involved in more than one phase); Preparation (processes were long-term, continuous, and iterative, with future users testing and evaluating prototypes and other innovative interior design elements to be used in the new spaces); Alignment (early and extensive considerations of the school’s organization and working methods); and Participation (multi-professional teams with representation of a pedagogical perspective at the higher levels of participation). From this, it can be concluded that achieving robust, innovative learning environments involves stakeholders’ regard to the aspects of knowledge, education, organization, and economy.

Educational Impact of Research

To think about the impacts of academic research on education is to think dynamically: education affects the ways of doing research (from the point of view of formal education) and is affected by research results that are little predictable and perceived due to constant negotiations among social actors in their daily socializations in different contexts. Management education (formal, non-formal and informal) affects and is affected by conflicting views of the world, which are produced within the field of management itself and whose impact as “beneficial” is not just a matter oriented primarily by economic, instrumental and financial aspects, but also for a negotiated understanding of the world that moves towards the common good. All research must be concerned with its power to affect educational vision and practice, directly or indirectly. How can this concern become perennial and central to the practice of academic research?

Impacto Educacional da Pesquisa

To think about the impacts of academic research on education is to think dynamically: education affects the ways of doing research (from the point of view of formal education) and is affected by research results that are little predictable and perceived due to constant negotiations among social actors in their daily socializations in different contexts. Management education (formal, non-formal and informal) affects and is affected by conflicting views of the world, which are produced within the field of management itself and whose impact as “beneficial” is not just a matter oriented primarily by economic, instrumental and financial aspects, but also for a negotiated understanding of the world that moves towards the common good. All research must be concerned with its power to affect educational vision and practice, directly or indirectly. How can this concern become perennial and central to the practice of academic research?

KEBIJAKAN DAN STRATEGI PENINGKATAN KOMPETENSI GURU SERTA RELEVANSINYA TERHADAP MUTU LULUSAN YANG ISLAMI

teacher as the first position in reaching educational vision and mission, because of that teacher has an important role to upgrade their quality. Besides that, teacher has to enhance their competence. So has many implementer policies of national education system released to support teacher's competence enhancement. Donations, education facilities, training allocated for teachers by country be an opportunity to make innovative and creative work. Teacher be approved by the nation not only limited at legal formal, but also by providing financial right as appreciation for great earnings. By the several teacher's competencies, including holistic, integrative, religious, so that institutional education will produce qualified graduates, competitive, independence, and responsibility to solve educational problems, like moral decadention. To make easier for teacher competency improvement strategies, so school as one of the institutional education has to do better planning through the process of analysis. The totality of school or madrasah management can produce good and correct quality education.

The importance of media education in rationalizing youth use of digital media An educational vision according to the work of the gatekeeper theory

The importance of media education in our present time lies in its supposed role in rationalizing the youth’s use of digital media, as the school is no longer able to continue its knowledge and educational pioneering role in light of the excessive and absurd use of the Internet, just as the teacher is no longer a main source of science and knowledge. Considering the study curricula, addressing the negative impact of the excessive use of digital media on the school, as well as addressing the decline in the role of the family and its withdrawal from educational competition with the school, and thus education has lost the mandate of the school and the family to educate the new generation in favor of the hegemony of the new media authority, which is called metaphorically. Fifth, which overtook all authorities, including the authority of traditional media (the fourth power), so that control over the child went beyond control of his family and parents, and the challenge became before those concerned with education, how can the new media be a source of education, entertainment, education, guidance and direction, and in various methods of influence, By using multiple and amazing techniques that are characterized by transcending the limits of time and space, and according to that the great impact of the new media, we see a decline in public education. Illiteracy and its limited means, as well as retreating and losing its control over the social environment, which calls on researchers to study ways to rationalize media education, enhance human awareness of the media, and give it the largest share in influence and direction, and in social upbringing and raising young and old together.

Requiem for Humboldt: Bildung and zeitgeist

The paper is dedicated to Humboldt ?s understanding of the concept of Bildung and its reception to this day. In the triangle of Humboldt?s ?Theory of Human Education? and his later writings, Adorno?s ?Theory of Half-Education? and Liessmann?s ?Theory of Non-Education?, the fate of not only discursive changes in the focus of that educational vision is followed, but also the efforts of its practical implementation, betrayal and rejection. After the contextually situating Humboldt?s endeavor, the basic ideas of his comprehension of education and his ambiguous efforts to realize them are presented. The second and final part of the paper try to calculate the costs and perspectives of both the realization of Bildung?s ideals and its abandonment.